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California Reading First Superintendents’ Summit III
Ready, Set, Go: Successful Leadership in a
Reading First School
Michael Romero, Director
District Reading Programs
Los Angeles Unified School District
October 2005
Successful School Leadership
The following actions were implemented to driveinstructional and cultural change:
• Articulated specific and clear expectations of teachers
• Embraced role as instructional leader
• Considered myself a learner in the school community
• Understood the design of the reading/language arts program.
Successful School Leadership
• Conducted focused daily classroom visits
• Focused consistently on improving teachers’ instructional practice in a constructive manner
• Attended professional development regularly
• Participated as facilitator, cheerleader and clarifier at meetings and not just as a listener
Full Implementation of the Reading/Language Arts Program
• Ensure that the District’s adopted reading/language arts instructional program is fully implemented with fidelity
• Protect the reading/language arts program from disruptions for a minimum of 2.5 hours per day
• Organize and support weekly, collaborative, grade-level teacher meetings to analyze data and student work to plan the instructional program and plan professional development “next steps”
Keys to Creating a Culture for Academic Success
• “Weed the Garden”• Take small focused steps, one layer at a time• Celebrate small wins • Recruit the best and brightest • Choose the right people for the right job • Clear the roadblocks for teachers, minimize
excuses
The Foundational Triangle
DecodablesB
lend
ing D
ictationRea
ding
-Writ
ing-
Thin
king
Com
municating-Analyzing
Skills for a full and productive life in the twenty-first century
Phonemic AwarenessW
ord
Know
ledg
e
Vocabulary
Academic Language
Reading First Action Seminars
Purpose: Empower school-site leadership teams to assess the implemented curriculum and to plan next steps for professional development.
Structure: eight monthly team meetings (4 - 8 p.m.)
Content Focus; The inner core of the of the foundational triangle.
3-Day Lesson Study
• Conducted ongoing 3-day Lesson Studies to study the lesson together with grade-level teams, coach and administrators as a site-based professional development model for teaching and learning
• Ensures that teachers will have opportunities to learn, practice and apply so that they are able to make specific changes in their own pedagogy
grade-level teachers determining the focus of the work
which leads to
by analyzing formative assessments to identify a
targeted assessment subtest
by identifying curricular components that instruct the content of the
targeted assessment subtest
grade-level teachers collaborating
to
the
Direct Instruction of the program components
identify
analyze observe
practice
plan
which results in
teachers refining their instructional practicethereby
improving achievement on targeted assessment subtestand
increasing student learning
Lesson Study Professional Development Model
inside the classroom
outside the classroom
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